On Technical Education. 
221 
1882.] 
bronzes ; that Italy was on a level with France by reason of 
her glass ware ; that Japan is becoming a dangerous compe- 
titor ; and that Belgium and America are making giant 
strides ; and therefore France must make up her mind to 
give her workmen a complete artistic education, and better 
opportunities of widening their intelligence and increasing their 
knowledge.” And when M. Ferry was recently presiding 
over the French Commission on Art Industries he dwelt on 
the necessity of “ Awaking in the artizan the slumbering 
artist, not to disgust him with his calling, but to elevate it, 
and make it both more profitable and more attractive. 
Drawing must be obligatory,” he said, “ in every stage of 
education, and the effects of machinery and the excessive 
sub-division of labour must be counteracted. Individual 
initiative must be encouraged, and anything like official 
teaching in cabinet-making, pottery, &c., must be avoided ” 
The experience the French have gained with regard to the 
defects of these Apprenticeship Schools should not be 
neglected by those who have the direction and management 
of our educational departments. Let us cease piling one 
educational institution upon another, but let us simplify and 
render more efficient our educational machinery, and reform 
and reconstruct, if necessary, our existing institutions. 
Our workshops and manufactories are, I believe, the best 
technical school our artizans could have for learning and 
acquiring skill in their trade ; but they, like those who are 
intended for directors of industries, require a school educa- 
tion that will best prepare them, both mentally and manually, 
for their future avocations. It should embrace, in addition 
to the three R’s, the elements of mathematics and the 
principles of mechanics ; drawing should be carefully and 
systematically taught in its various branches, not by means 
of copy, but from objects ; and something likewise of the 
sculptor’s art ought to be taught. Hand and eye would thus 
be efficiently trained as well as the mind. Such an educa- 
tion would greatly excel the teaching of cabinet-making, 
pottery, &c., in training the future artizan to be an intelligent 
and efficient workman. But then the teaching of these sub- 
jects must be real and highly efficient, so that a sound founda- 
tion is laid on which the taught can afterwards raise a suitable 
superstructure. Thorough instruction at school is even 
more necessary for the artizan than for any other class ; for 
if he has been imperfectly taught it is too much to expeCt 
that he will devote a portion of his few leisure hours in re- 
learning and continuing his studies. For the difficulties that 
beset the artizan in pursuing serious studies during his leisure 
